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公共英語(yǔ)五級(jí)閱讀文章《現(xiàn)代美國(guó)大學(xué)》
我們都知道美國(guó)擁有許多世界一流的大學(xué)，這成為許多學(xué)子心心向往之地。那么，你了解美國(guó)的大學(xué)嗎?下面，為大家送上一篇公共英語(yǔ)五級(jí)閱讀文章，歡迎閱讀。
Modern American Universities
Before the 1850's, the United States had a number of small colleges, most of them dating from colonial days. They were small, church connected institutions whose primary concern was to shape the moral character of their students.
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In Germany a different kind of university had developed. The German university was concerned primarily with creating and spreading knowledge, not morals. Between midcentury and the end of the 1800's, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them returned to become presidents of venerable colleges —— Harvard, Yale, Columbia —— and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students. The new principle was that a university was to create knowledge as well as pass it on, and this called for a faculty composed of teacher-scholars. Drilling and learning by rote were replaced by the German method of lecturing, in which the professor's own research was presented in class. Graduate training leading to the Ph.D., an ancient German degree signifying the highest level of advanced scholarly attainment, was introduced. With the establishment of the seminar system, graduate students learned to question, analyze, and conduct their own research.
At the same time, the new university greatly expanded in size and course offerings, breaking completely out of the old, constricted curriculum of mathematics, classics, rhetoric, and music. The president of Harvard pioneered the elective system, by which students were able to choose their own courses of study. The notion of major fields of study emerged. The new goal was to make the university relevant to the real pursuits of the world. Paying close heed to the practical needs of society, the new universities trained men and women to work at its tasks, with engineering students being the most characteristic of the new regime. Students were also trained as economists, architects, agriculturalists, social welfare workers, and teachers.
現(xiàn)代美國(guó)大學(xué)
19 世紀(jì)50年代以前美國(guó)有一些小的學(xué)院，大多數(shù)成立于殖民時(shí)期。它們是與教會(huì)掛鉤的小機(jī)構(gòu)，主要目的是培養(yǎng)學(xué)生的道德品行。
當(dāng)時(shí)在歐洲各地，高等教育機(jī)構(gòu)已經(jīng)發(fā)展 起來(lái)，用的是一個(gè)古老的名稱(chēng)——大學(xué)。 德國(guó)已經(jīng)發(fā)展出一種不同類(lèi)型的大學(xué)。德國(guó)大學(xué)關(guān)心的主要是創(chuàng)造知識(shí)和傳播知識(shí)，而不是道德教育。從世紀(jì)中葉到世紀(jì)末，有9000 多名美國(guó)青年因不滿國(guó)內(nèi)所受的教育而赴德深造。他們中的一些人回國(guó)后成為一些知名學(xué)府——哈佛、耶魯、哥倫比亞的校長(zhǎng)并且把這些學(xué)府轉(zhuǎn)變成了現(xiàn)代意義的大學(xué)。新校長(zhǎng)們斷絕了和教會(huì)的關(guān)系，聘請(qǐng)了新型的教職員，聘用教授根據(jù)的是他們?cè)趯W(xué)科方面的知識(shí)，而不是正確的信仰和約束學(xué)生的強(qiáng)硬手段。新的原則是大學(xué)既要傳播知識(shí)也要?jiǎng)?chuàng)造知識(shí)。這就需要由學(xué)者型老師組成教工隊(duì)伍。靠死記硬背和做練習(xí)來(lái)學(xué)習(xí)的方法變?yōu)榈聡?guó)式的講解方法。德國(guó)式的講解就是由教授講授自己的研究課題。通過(guò)研究生性質(zhì)的學(xué)習(xí)可以獲得表明最高學(xué)術(shù)造詣的古老的德國(guó)學(xué)位——博士學(xué)位。隨著討論課制度的建立，研究生們學(xué)會(huì)了提問(wèn)、分析以及開(kāi)展他們自己的研究。
同時(shí)，新式大學(xué)學(xué)校規(guī)模和課程設(shè)置完全突破了過(guò)去那種只有數(shù)學(xué)、經(jīng)典著作、美學(xué)和音樂(lè)的狹窄課程表。哈佛大學(xué)的校長(zhǎng)率先推出選課制度，這樣學(xué)生們就能選擇自己的專(zhuān)業(yè)。主修領(lǐng)域的概念也出現(xiàn)了。新的目標(biāo)是使大學(xué)對(duì)實(shí)際社會(huì)更有用。密切關(guān)注著社會(huì)上的實(shí)際需求，新的大學(xué)著意培養(yǎng)學(xué)生解決問(wèn)題的能力。工程系學(xué)生成為新式教育體制下最典型的學(xué)生。學(xué)生們還被培訓(xùn)成為經(jīng)濟(jì)學(xué)家、建筑師、農(nóng)學(xué)家、社會(huì)工作人員以及教師。率先推出選課制度，這樣學(xué)生們就能選擇自己的專(zhuān)業(yè)。
附：公共英語(yǔ)五級(jí)閱讀技巧之養(yǎng)成二次閱讀習(xí)慣，培養(yǎng)邏輯推理能力
很多書(shū)上要求學(xué)生學(xué)會(huì)分析文章的結(jié)構(gòu)，其實(shí)就是要求學(xué)生提高邏輯推理能力。在平時(shí)練習(xí)中，學(xué)生做完閱讀，惟一可做的就是對(duì)答案，事實(shí)上，糾正答案后對(duì)文章的再次閱讀往往至關(guān)重要。第一遍讀文章時(shí)，我們應(yīng)當(dāng)模擬考試的緊張氣氛，盡量高質(zhì)快速。但，對(duì)完答案后，我們有充足的時(shí)間再次閱讀文章。第二次閱讀文章我們的目的不在是獲取信息，而是把握文章的布局安排，分析作者的意圖。我們必須帶著思考再次閱讀文章，問(wèn)問(wèn)自己以下問(wèn)題：
如果自己寫(xiě)同樣題目或題材的文章，會(huì)采取何種文章布局?如我們自己設(shè)想的布局與作者不同，那么具體不同之處在何處?這篇文章與以前讀過(guò)的同體裁文章相比，有何特點(diǎn)?
也許有人會(huì)說(shuō)，這樣的訓(xùn)練不就成了精讀課了嗎?如果時(shí)間允許，二次閱讀成了精讀，又有何不可?講求速度的范讀是應(yīng)試而用，要想真正培養(yǎng)邏輯推理能力，提高閱讀水平，還非精讀不可。文章的是永遠(yuǎn)讀不完的，如果想著去讀200篇各種模擬閱讀題，倒不如踏踏實(shí)實(shí)讀50篇?dú)v年真題。另外，地道的文章分析多了，對(duì)自己寫(xiě)文章布局謀篇也不無(wú)好處。
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